Michael M. Behrmann

751 total citations
29 papers, 502 citations indexed

About

Michael M. Behrmann is a scholar working on Occupational Therapy, Safety Research and Education. According to data from OpenAlex, Michael M. Behrmann has authored 29 papers receiving a total of 502 indexed citations (citations by other indexed papers that have themselves been cited), including 10 papers in Occupational Therapy, 9 papers in Safety Research and 7 papers in Education. Recurrent topics in Michael M. Behrmann's work include Assistive Technology in Communication and Mobility (10 papers), Disability Education and Employment (9 papers) and Digital Accessibility for Disabilities (6 papers). Michael M. Behrmann is often cited by papers focused on Assistive Technology in Communication and Mobility (10 papers), Disability Education and Employment (9 papers) and Digital Accessibility for Disabilities (6 papers). Michael M. Behrmann collaborates with scholars based in United States and China. Michael M. Behrmann's co-authors include Maureen M. Schepis, Kelly Sutton, Dennis H. Reid, Anya S. Evmenova, Anna S. Evmenova, Margaret E. Bausch, Melinda Jones Ault, Heidi J. Graff, Brenda Bannan‐Ritland and Margo A. Mastropieri and has published in prestigious journals such as Journal of Applied Behavior Analysis, Educational Evaluation and Policy Analysis and Research in Developmental Disabilities.

In The Last Decade

Michael M. Behrmann

27 papers receiving 426 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Michael M. Behrmann United States 12 273 186 185 139 123 29 502
David A. Koppenhaver United States 15 300 1.1× 411 2.2× 165 0.9× 103 0.7× 260 2.1× 31 667
Mari Beth Coleman United States 12 145 0.5× 245 1.3× 175 0.9× 65 0.5× 155 1.3× 33 443
Toni Van Laarhoven United States 14 222 0.8× 294 1.6× 328 1.8× 175 1.3× 177 1.4× 23 678
Karen H. Douglas United States 13 123 0.5× 186 1.0× 141 0.8× 139 1.0× 169 1.4× 36 470
Leah Wood United States 10 105 0.4× 171 0.9× 126 0.7× 87 0.6× 82 0.7× 14 338
Pamela J. Mims United States 11 112 0.4× 365 2.0× 188 1.0× 102 0.7× 176 1.4× 27 583
Joshua N. Baker United States 11 99 0.4× 329 1.8× 119 0.6× 116 0.8× 251 2.0× 31 620
Melinda R. Snodgrass United States 14 168 0.6× 298 1.6× 327 1.8× 446 3.2× 148 1.2× 33 712
Melissa E. Hudson United States 13 100 0.4× 349 1.9× 120 0.6× 89 0.6× 190 1.5× 18 567
Elizabeth R. Lorah United States 14 383 1.4× 276 1.5× 471 2.5× 156 1.1× 116 0.9× 38 601

Countries citing papers authored by Michael M. Behrmann

Since Specialization
Citations

This map shows the geographic impact of Michael M. Behrmann's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Michael M. Behrmann with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Michael M. Behrmann more than expected).

Fields of papers citing papers by Michael M. Behrmann

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Michael M. Behrmann. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Michael M. Behrmann. The network helps show where Michael M. Behrmann may publish in the future.

Co-authorship network of co-authors of Michael M. Behrmann

This figure shows the co-authorship network connecting the top 25 collaborators of Michael M. Behrmann. A scholar is included among the top collaborators of Michael M. Behrmann based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Michael M. Behrmann. Michael M. Behrmann is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
Evmenova, Anya S., et al.. (2016). Teaching phonics to groups of middle school students with autism, intellectual disabilities and complex communication needs. Research in Developmental Disabilities. 56. 165–176. 38 indexed citations
2.
Evmenova, Anya S., Heidi J. Graff, & Michael M. Behrmann. (2015). Providing Access to Academic Content for High-School Students With Significant Intellectual Disability Through Interactive Videos. Focus on Autism and Other Developmental Disabilities. 32(1). 18–30. 16 indexed citations
3.
Evmenova, Anna S. & Michael M. Behrmann. (2011). Research-Based Strategies for Teaching Content to Students with Intellectual Disabilities: Adapted Videos. Education and training in autism and developmental disabilities. 46(3). 315–325. 11 indexed citations
4.
Bausch, Margaret E., et al.. (2009). Assistive Technology in the Individualized Education Plan: Analysis of Policies across Ten States. 22(1). 9–23. 10 indexed citations
5.
Bausch, Margaret E., Melinda Jones Ault, Anna S. Evmenova, & Michael M. Behrmann. (2008). Going beyond AT Devices: Are AT Services Being Considered?. Journal of Special Education Technology. 23(2). 1–16. 18 indexed citations
6.
Wang, Shuangbao, Qing Chen, & Michael M. Behrmann. (2008). Agent-based ubiquitous m-learning portal for K-12 teachers. 525–525. 2 indexed citations
7.
Bannan‐Ritland, Brenda, et al.. (2000). Literacy Explorer: A Performance Support Tool for Novice Reading Facilitators.. Performance Improvement Journal. 39(6). 47–54. 4 indexed citations
8.
Bannan‐Ritland, Brenda, et al.. (2000). A performance support tool for novice reading facilitators. Performance Improvement Journal. 39(6). 47–54. 3 indexed citations
9.
Schepis, Maureen M., Dennis H. Reid, Michael M. Behrmann, & Kelly Sutton. (1998). INCREASING COMMUNICATIVE INTERACTIONS OF YOUNG CHILDREN WITH AUTISM USING A VOICE OUTPUT COMMUNICATION AID AND NATURALISTIC TEACHING. Journal of Applied Behavior Analysis. 31(4). 561–578. 136 indexed citations
10.
Behrmann, Michael M., et al.. (1998). The Impact of Early Intervention Legislation. Topics in Early Childhood Special Education. 18(3). 183–190. 1 indexed citations
11.
Behrmann, Michael M.. (1994). Assistive Technology for Students with Mild Disabilities. Intervention in School and Clinic. 30(2). 70–83. 22 indexed citations
12.
Behrmann, Michael M., et al.. (1994). A study to determine the effectiveness of computer-based process writing with learning-disabled students under two conditions of instruction: peer collaborative process model and non-peer collaborative process model. 3 indexed citations
13.
Behrmann, Michael M. & Maureen M. Schepis. (1994). Assistive Technology Assessment. Journal of Vocational Rehabilitation. 4(3). 202–210. 6 indexed citations
14.
Behrmann, Michael M., et al.. (1989). Technology intervention for very young children with disabilities. Infants & Young Children. 1(4). 66–77. 32 indexed citations
15.
Behrmann, Michael M.. (1988). Integrating computers into the curriculum : a handbook for special educators. Little, Brown eBooks. 1 indexed citations
16.
Behrmann, Michael M., et al.. (1988). Increasing Independence Through Community Learning. Teaching Exceptional Children. 21(1). 20–24. 4 indexed citations
17.
Behrmann, Michael M.. (1984). A Brighter Future For Early Learning Through High Tech. 28(2). 23–26. 8 indexed citations
18.
Behrmann, Michael M., et al.. (1984). Handbook of microcomputers in special education. 32 indexed citations
19.
Behrmann, Michael M., et al.. (1984). Babies and robots: technology to assist learning of young multiple disabled children.. PubMed. 45(7-8). 194–201. 13 indexed citations
20.
Behrmann, Michael M., et al.. (1979). What Do Policy Makers Think of Educational Research & Evaluation? "Or Do They"?. Educational Evaluation and Policy Analysis. 1(6). 61–61.

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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